THE ROAD TO UNDERSTANDING SPEECH MOTOR ... pdfs for download...MARIA GRIGOS, PHD CCC-SLP NEW YORK...

MARIA GRIGOS, PHD CCC-SLP NEW YORK UNIVERSITY

HTI SEMINAR MARCH 16, 2012

THE ROAD TO UNDERSTANDING

SPEECH MOTOR CONTROL IN CHILDREN WITH

SPEECH SOUND DISORDERS


Speech Motor

Development

Cognitive Development

Linguistic Development

Social Development

Perceptual Development

OUR APPROACH Speech motor development §  What can we learn about development of

speech motor control through movement analysis?

§  How is this feasible in young children?

§  Combining kinematic, acoustic & perceptual information


SPEECH SOUND DISORDERS Speech motor control in children with speech sound disorders

§ Childhood apraxia of speech (CAS)

§ Dysarthria §  Articulation/phonological impairments


CONTROVERSIES IN CAS?

Underlying deficit in CAS?

Speech & nonspeech characteristics associated with CAS?

Appropriate assessment & treatment

procedures for children with CAS?


UNDERLYING DEFICIT IN CAS?

Planning, programming and/or execution of speech movements

(Bradford & Dodd, 1984; Crary, 1984; Grunwell & Yavas, 1988; Nijland et at, 2002; 2003; Van der Merwe, 2009, Grigos & Kolenda, 2010; Maasen et al, 2010; Shriberg, 2010; Terband et al, 2010).


EVIDENCE OF A MOTOR DEFICIT IN CAS

Increased within-subject variability in coarticulation patterns in CAS than controls (Nijland et al, 2002).

Larger kinematic stiffness values in tongue tip and LL in CAS than controls during oral closure (Terband et al., 2008).

Improved segmental accuracy over time accompanied by decreased duration and increased movement stability (Grigos and Kolenda, 2010).

Increased LL movement amplitude in both CAS and SD groups; higher variability of tongue tip movement trajectories in CAS than controls (Terband et al., 2011).


THEORETICAL PERSPECTIVE DYNAMIC SYSTEMS APPROACH

Motor control and coordination

Relationship between internal & external factors

•  Self-organization •  Rate limiters


NEWELL’S CONSTRAINT MODEL (NEWELL, 1986)

Individual Constraints

Task Constraints

Environmental Constraints


Speech Sound Disorders

BROAD RESEARCH FOCUS

Subtype CAS

SD

TD Controls

How does speech motor control differ between children with speech sound disorders & children with typical speech and language development?


DEVELOPMENTAL CHANGES IN ORAL ARTICULATOR MOVEMENT Duration: longer in children than adults

§  Jaw (Grigos et al, 2005; Grigos, 2009)

§  Lower lip (Goffman & Malin, 1999; Goffman & Smith, 1999; Smith & Goffman, 1998, Walsh et al, 2006)

§  Tongue (Cheng et al, 2007)


DEVELOPMENTAL CHANGES IN ORAL ARTICULATOR MOVEMENT

Variability: decreases over the course of development

§  Duration (Grigos et al, 2005; Sharkey & Folkins, 1985)

§  Displacement (Sharkey & Folkins, 1985; Smith & McLean-Muse, 1986; Watkin & Fromm, 1984)

§  Movement pattern variability (Goffman & Smith, 1999; Grigos, 2009; Smith & Goffman, 1998)


DEVELOPMENTAL CHANGES IN ORAL ARTICULATOR MOVEMENT Coordination: improves with development

§  UL, LL and Jaw (Green, et al 2000; Grigos et al, 2005).

§  UL & LL (Smith et al, 1995; Walsh et al 2006; Sasisekeran et al 2010)

§  Tongue-tip/tongue-body (tongue palatal contact) (Cheng et al, 2007).


HOW DO THESE SKILLS DEVELOP IN CHILDREN WITH

SPEECH SOUND DISORDERS?


RESEARCH QUESTIONS


Differences in oral articulator movement between CAS, SD, TD?

Differences in movement variability between CAS, SD & TD?

Differences in movement coordination between CAS, SD & TD?

Impact of word length on articulatory control?

1

2

3

4

METHOD


PARTICIPANTS


CAS 11 4.5 (2.8 – 5.8)

SD 7 4.9 (3.3 – 6.9)

TD 24 5.2 (3.1 – 8.4)

N Mean Age (Range)

ASSESSMENT TASKS

Single word test of articulation/phonology Spontaneous speech sample – 100 word

Real and nonword repetition tasks Phrase/sentence repetition tasks

Single and multi-syllable sequencing tasks Oral motor structure and function


ASSESSMENT MEASURES

Consonant & vowel accuracy Phonetic inventory

Phonological process analysis Consistency

Segmentation Lexical stress

Repetition tasks: rate and accuracy


ASSESSMENT OTHER AREAS TESTED

Nonverbal cognition Receptive language Expressive language

Hearing


DIAGNOSING CAS ASHA position statement on CAS (ASHA, 2007) Three characteristics: §  Inconsistent Errors §  Articulatory transitions §  Prosodic errors

Across contexts §  Single words §  Connected speech §  Repetition tasks


Other characteristics: §  Articulatory groping §  Metathetic errors §  Sequencing errors §  Vowel errors §  Timing errors §  Omissions/Distortions §  Reduced phonetic inventory §  Change with increase in

linguistic complexity §  Progress in treatment

(cf. Hall, Jordan & Robin, 1993; Velleman & Strand, 1994; Shriberg, Aram & Kwiatkowski, 1997a,b,c; Davis et al., 1998; Odell & Shriberg, 2001, Shriberg et al 2003; ASHA, 2007).

PARTICIPANT PROFILES


Inconistent Sequencing Vowel Prosodic Slow Reduced Groping Errors Errors Errors Errors Progress Inventory

EXPERIMENTAL SETUP


POP PUPPET

PUPPYPOP

ORAL ARTICULATOR MOVEMENT Optical Tracking System (Vicon)


PROCEDURE Target words elicited during play

10-15 productions per word Accurate productions selected for analysis


1 syllable

•  pop

2 syllable

•  puppet

3 syllable

•  puppypop

MOVEMENT TRAJECTORY ANALYSIS


ANALYSES


Transcription PCC PVC PEC Prosody

Kinematic Duration

Displacement Velocity

Variability Coordination

RESULTS


TRANSCRIPTION ANALYSIS


Word Length Group PCC (%) PVC(%) PEC (%)

1 syllable

CAS 85.5 89.6 71.6 SD 96.0 96.0 72.8 TD 99.3 99.8 82.1

2 syllable CAS 89.5 86.6 53.8 SD 94.1 94.6 78.9 TD 99.1 96.9 83.9

3 syllable CAS 86.8 84.6 50.4

SD 96.8 100.0 65.0

TD 96.4 98.5 95.7

RESEARCH QUESTIONS






1

2

3

4

MOVEMENT DURATION

*

0

0.3

0.6

0.9

POP PUPPET PUPPYPOP

Dur

atio

n (s

ec)

CAS

SD

TD

* = Main Effect of Group, p<.01 HTI SEMINAR MARCH 16, 2012

AVERAGE VELOCITY


0

10

20

30

40

50

60

POP PUPPET PUPPYPOP

Dura

tion

(sec

)

CAS SD TD

ORAL OPENING & CLOSING MOVEMENTS


0

2

4

6

8

10

12

14

16

0

2

4

6

8

10

12

14

16 Opening Closing

JAW DISPLACEMENT

= CAS = SD =TD

pop puppet puppypop pop puppet puppypop HTI SEMINAR MARCH 16, 2012


Opening Closing

LIP APERTURE

0

5

10

15

20

25

0

5

10

15

20

25

= CAS = SD =TD

pop puppet puppypop pop puppet puppypop

RESEARCH QUESTIONS






1

2

3

4

JAW STABILITY

0

5

10

15

20

25

30

35

POP PUPPET PUPPYPOP

STI

CAS

SD

TD

*

* = Main Effect of Group, p=.038 HTI SEMINAR MARCH 16, 2012

INDIVIDUAL VARIATION - DURATION


0

0.1

0.2

0.3 Co

fficie

nt o

f var

iatio

n (s

d/m

ean)

CAS

SD

TD

pop puppet puppypop

RESEARCH QUESTIONS






1

2

3

4

MOVEMENT COORDINATION Within Trial: Crosscorrelation between articulator pairs (Jaw-Lower Lip, Jaw-Upper Lip, Upper Lip-Lower Lip)

•  Peak Correlation

•  Lag

Across Trials: Repeatability of Movement Sequence

Lip Aperture

•  Spatiotemporal Index (STI)


SPATIAL COUPLING: PEAK CORRELATION MAIN EFFECT OF LENGTH NO GROUP OR INTERACTION EFFECT

0

0.2

0.4

0.6

0.8

1

CAS SD TD Correla3

on Coe

fficien

t

Group

Jaw-‐ Lower Lip

0

0.2

0.4

0.6

0.8

1

CAS SD TD Correla3

on Coe

fficien

t

Group

Jaw-‐Upper Lip

0

0.2

0.4

0.6

0.8

1

CAS SD TD Correla3

on Coe

fficien

t

Group

Upper Lip-‐Lower Lip

POP

PUPPET

PUPPYPOP

F(2,15)=26.177, p<.0001 F(2,15)=4.868, p=.015

F(2,15)=9.629, p=.001 HTI SEMINAR MARCH 16, 2012 Moss & Grigos, in preparation

0

0.01

0.02

0.03

0.04

CAS SD TD

Lag (sec.)

Group

Jaw-‐Lower Lip

0

0.01

0.02

0.03

0.04

CAS SD TD

Lag (sec.)

Group

Jaw-‐Upper Lip

0

0.01

0.02

0.03

0.04

CAS SD TD

Lag (sec.)

Group


POP

PUPPET

PUPPYPOP

TEMPORAL SYNCHRONY: LAG MAIN EFFECT OF LENGTH NO GROUP OF INTERACTION EFFECT

F(2,15)=3.745, p=.035 F(2,15)=12.412, p<.0001

HTI SEMINAR MARCH 16, 2012 (Moss & Grigos, in preparation)

COEFFICIENT OF VARIATION: PC MAIN EFFECT OF GROUP NO LENGTH OR INTERACTION EFFECT

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV

Jaw-‐Lower Lip

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV

Jaw-‐Upper Lip

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV


CAS

SD

TD

F(2,15)= 4.962, p=.022


COEFFICIENT OF VARIATION: LAG MAIN EFFECT OF GROUP NO LENGTH OR INTERACTION EFFECT

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV

Jaw-‐Lower Lip

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV

Jaw-‐Upper Lip

0

0.2

0.4

0.6

0.8

POP PUPPET PUPPYPOP

Mean CV


CAS

SD

TD

F (2,15)=4.267, p=.034 F (2,15)=4.366, p=.032


LIP APERTURE STABILITY

0

5

10

15

20

25

30

35

40

45 ST

I

CAS

SD

TD

pop puppet puppypop

*

* = Main Effect of Group, p=.018 HTI SEMINAR MARCH 16, 2012

SUMMARY &

DISCUSSION HTI SEMINAR MARCH 16, 2012

Perceptual

Consonant and vowel errors greater in CAS than SD and TD. Consonant and vowel errors increase as syllable length increases. Error consistency is greater in TD and SD than CAS.

SUMMARY OF FINDINGS


SUMMARY OF FINDINGS Kinematic

Movement duration longer in CAS/SD than TD. CAS more variable than SD and TD Trend for amplitude to be large in SD in 3 syllable words. Evidence that coordination is poorer in CAS than SD/TD Variable word length effects


DISCUSSION Broad group differences: CAS/SD vs. TD §  Longer duration may reflect adaptations to the

motor plan § Means for increasing stability

Differences between impaired groups: CAS vs. SD §  Movement constraints in SD §  Movement constraints in CAS


MOVEMENT STABILITY IN CAS Evidence of motor deficit?

é STI in CAS = reduced ability to generate/execute stable motor plan Degrees of Freedom problem §  Greater variability in CAS than SD


DO CHILDREN WITH CAS HAVE A COORDINATION IMPAIRMENT?

Children with CAS: §  Do not differ in degree of spatial-temporal coupling

when productions are accurate.

§  Do differ in the variability of how coupling is achieved each time.

We predict that as speaking tasks become more complex, spatial coupling will decrease, temporal synchrony will increase, and variability will increase. Production errors may occur for these reasons.


NEWELL’S CONSTRAINT MODEL (NEWELL, 1986)

Speech motor deficits

Task Constraints

Environmental Constraints


MOVING AHEAD….

§  Error analyses

§  Longitudinal research tracking development of articulatory control in children with early diagnosis of speech delay


Aviva Moss Panagiota Tampakis

Julie Case Penelope Elias Jessica Storer

NIH NIDCD R03DC009079

NYU Steinhardt

Research Challenge Grant

ACKNOWLEDGEMENTS


THE ROAD TO UNDERSTANDING SPEECH MOTOR ... pdfs for download...MARIA GRIGOS, PHD CCC-SLP NEW YORK...

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